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What Is Oral Communication? Advantages, Disadvantages (Geektonight, 2021)

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When it come to what is the definition of Oral language you are likely going to find some similar to what you see above on the infographic. Having done research for what the best definition I have found that the use of spoken word to communicate across various mediums is the baseline which most organizations and individuals use to create there own nuanced definitions . I will be exploring how the concept of "Oral Language" as being vital to understand within our profession as educator toward our students development.

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Phonics revolves around the concept of symbolism, that spoken sounds can be interpreted through letters. This is the first step into developing a students Phonics as it builds up into "organized, logical, and predictable relationship between written letters and spoken sounds.". The two forms that effective Phonic development requires a Systematic and Explicit approach within your instruction within the classroom (Reading Rockets). Once students are able to understand the sound to letter connections enough to sound it out and decode meaning of new words shows the beginning of mastery in phonics.

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How related is Print awareness with Phonics?

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How related is Print awareness with Phonics?

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A important aspect of phonics as student begin to learn the symbolic associations between sounds and letters is in the different forms that letters can take. For example the image above shows the many different fonts that writing can take which although they look different they still represent the same sounds. Students are exposed to many variety of fonts, colors and sizes in school material, on electronic media or on the street. As students begin to develop there writing and phonics being able to recognize letters despite the fonts or if it written in cursive.

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I believe that Reading rockets provides a rather simple but accurate definition of Fluency as the "ability to read a text accurately, quickly, and with expression". I do think that it is vital to mention however that Fluency is on a spectrum as it requires two inter-connected skills of decoding the individual words meaning but also understanding the meaning of the text (Reading Rockets, n.d.). These two elements are what we as educator use to be able to gauge the level of Fluency for our student
Some of the previous topics we covered in were on certain aspect of oral and written language: Phonological Awareness, Phonics and Print Awareness. Future sections of this Padlet will cover other individual aspect of language which all build toward Fluency. The greater amount of Fluency the less students have to spend mental effort in the decoding of the meaning of individual words and more on the understanding of what the words mean. The more time they can spend on the latter which is much of our instructions and teaching standards will focus on, the understanding of concepts over the lower level of knowing something.

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This video by Khan Academy is a perfect example on how to decode a text through a historians lens (Kutz Elliott & Rheinstrom, 2017)

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How does Phonics and Fluency connect to Discipline? 

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How does Phonics and Fluency connect to Discipline? 

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Social Studies has a large reliance on language for exploring the content material. Whether that means that the material takes the form of text, images or even auditory mediums. With the consideration that as a disciplines we cover a large amount of text based materials students need to have a sufficient amount of Fluency to decode. This can take the form of being able to decode the meaning of vocabulary more which are uncommon in there exposure to academic material as it might have been more common in the time of the text. It can also mean that students need to be able to pace themselves as they read sections of a text to fully grasp the meaning of the message before moving onto the next section of text. A good practice commonly used to help study comprehend both a text and its meaning is to have multiple reading of a singular document, this can be done through Embedded phonics (Reading Rockets, n.d.). Often times student will encounter a excerpt which might have originated from a study or published paper which has a high level of disciplinary specific language. Without a strong foundation in phonics and decoding being able to comprehend the works in the classroom will be an obstacle toward there learning comprehension. Aside from the mentioned issue the addition of more complex sources requires a greater level of fluency to be able to handle deconstructing a piece of text within a reasonable length of time. A large amount of interconnected skills are required to be developed among our students and the nature of a social studies classroom relies on these skills to be able to interact and engage with the content.
I also wish to add that Print Awareness is also important as many images and text which might be covered in class can be written in non-standard fonts, which might have been more typical or standard practice for there publishing. The more exposure to different fonts and styles of writing the more access students will have in being able to analysis and read text.

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- [Voiceover] In our last video, we started looking at this speech by Franklin Delano Roosevelt which he gave at his innaguration in March of 1933. We took some time to just identify what was happening in this speech and also the context of this speech, coming at the height of the Great Depression. - [Voiceover] Now we're gonna dive deeper into our textual analysis and explore the soucre, figure out what is going on with Roosevelt's language and what he's trying to say and what his biases are. - [Voiceover] Let's get a little more into what else goes on in this speech, not just the very famous opening paragraph. We start here with saying people are facing the grim problem of existence, and a foolish optimist can deny the dark realities of the moment, and then what comes next? - [Voiceover] Let's hear all this in context. Yet our distress comes from no failure of substance. We are stricken by no plague of locusts, compared with the perils which our forefathers conquered, because they believed and were not afraid, we still have much to be thankful for. Nature still offers her bounty and human efforts have multiplied. Plenty is at our doorstep, but a generous use of it languishes in the very sight of the supply. Primarily this is because the rulers of the exchange of mankind's goods have failed through their own stubbornness and their own incompetence. Having admitted their failure and abdicated, practices of the unscrupulous money changers stand indicted in the court of public opinion, rejected by the hearts and minds of man. Restoration calls however, not for changes in ethics alone. This nation asks for action and action now. What's interesting about this paragraph is that there's a lot of Bible stuff going on in here. There's a lot of biblical references that serve to do I think a lot of work for Roosevelt in this inaugural address. - [Voiceover] As you talked, I just underlined the things that really stood out to me as maybe kind of the heart of what he was saying, and you're saying these are like Biblical references. What do you mean by that? - [Voiceover] Some of them are. When we're talking about plague of locusts and money changers specifically, we're looking at old and new testament references respectively, in fact, later in this speech, he refers to money changers being chased out of our nation's temple which is a deliberate reference to the New Testament. - [Voiceover] This is very grand. We love to hear this speech so much, because it has that kind of ringing of authenticity in a way that maybe a modern speech does not. - [Voiceover] Some of that authenticity comes through association with ethic literature and the Bible. He's making these illusions to great Biblical events. Like the plague of locusts being visited upon Egypt which was like a great and terrible plague, and he's using that as a counter point to the misery of the present moment. He's saying, look, things could be worse. We could be ancient Egypt in the Bible, and locusts could be eating all of our crops. Things are bad, but it's not like God himself is willing destruction upon us. - [Voiceover] Yeah, I think this is also another one of the really interesting things about the great depression. It's true that there were farm failures during the dust bowl, but on the whole it's not like people stopped producing food. This wasn't a famine. What it was was a crisis of confidence where prices went down significantly, and so farmers could not make a living on their crops. It's not that they didn't have food. It's that they didn't have money, and I also feel like there's a different aspect to the reason that he uses this biblical language here, and I think that's because it's very authoritative. When you stand up in front of a group of people and Roosevelt has this powerful voice which really resonates with people, and you speak like a preacher would speak. It says, this is a man of authority. This is a man who perhaps is in touch with the moral authority associated with the Christian Bible. - [Voiceover] Sure, for a very long time, authority was kind of correlated with your ability to quote chapter and verse. I mean we're talking about a man who is just put his hand on a Bible in order to swear himself in. - [Voiceover] It really makes him seem not only like he knows what he's talking about, but also that he's got a handle on the situation. - [Voiceover] What we're saying that by harnessing the language, he's trying to harness the authority that people have invested in the church by using the language of the church. - [Voiceover] What we're doing here, I might call step three which is to identify how an argument is made. We're looking at his rhetorical strategies and seeing how they're effective or in perhaps another case, not effective in conveying his opinion, and I say opinion. At this point, what would we say that his opinion of the Great Depression is? - [Voiceover] That it's specific people's fault, that it is at the fault of not just this wave of panic, but on a count of some greedy people, the unscrupulous money changers and the rulers of the exchanges. He's blaming bankers for the great depression, which I think is fair. There's very little regulation in the 1920s that would prevent the kind of fraud that could lead to a collapse of banking. For example, insider trading is not illegal, and most people bought stocks on margin which is a terrible idea which means you only have to put 10% of the value of a bond down before you buy it, which means that there's a lot of theoretical money floating around out there that's not backed by much real money. - [Voiceover] That sounds like a terrible idea. - [Voiceover] It was a terrible idea. - [Voiceover] It's like buying stocks on credit. - [Voiceover] Exactly. - [Voiceover] Oh, man. - [Voiceover] His argument is that first, things could be worse. Second of all, the reason things are bad is because of these people. Thing number three, here's how we're going to get back on track. - [Voiceover] This is where we get here at the end. The nation asks for action, and action now, which it says not only a mention of how he's going to get things done but a covert poke at Herbert Hoover for not doing much, and then he says, our greatest primary task is to put people to work. Remember there's an unemployment rate of 25%. - [Voiceover] That is so many people. - [Voiceover] Our current unemployment rate is less than 5% to give you an idea. This is no unsolvable problem if we face it wisely and courageously. it can be accomplished in part by direct recruiting by the government itself, treating the task as we would treat the emergency of a war, but at the same time, through this employment, accomplishing greatly needed projects to stimulate and reorganize the use of our natural resources. - [Voiceover] This is a radical idea. - [Voiceover] It is a really radical idea, and this is one reason why historians love to study the great depression and the administration of Franklin Delano Roosevelt, because this is kind of the decade where we threw out the rulebook, and I think what Roosevelt is saying here is he was willing to try anything to conquer the great depression, and one of the things he tries is bringing the government into the process of giving people work. We've got a sense of what he's arguing and how he's arguing it. Let's take a higher level look now. Let's say step four is seeing if you can analyze the potential bias of a source, and I wanna be clear that all sources are biased. I think a common misconception is that if you're looking at a source, it's either biased or it's not. It's written by someone who has an agenda or someone whose completely impartial, and that is never the case. - [Voiceover] What about a photograph? If I take a photograph of something or someone, isn't that then objective rendering of that person or object? - [Voiceover] It certainly shows what was there at that moment in time, but even photographers are making choices. When you pick up a camera and you take a picture of a thing, you are taking a picture of that thing and not something else, which in itself a form of bias to say I think this is important or this is what I want you to see. - [Voiceover] Where we put the frame is a choice. The question is what is Roosevelt not saying in this speech? What is he not taking a photograph of? What's just outside the view of his camera? - [Voiceover] And why is he taking this photograph of a speech? When he sat down to write this, what was motivating him? And what are some of the perhaps even less obvious factors about why he makes the argument that he does. - [Voiceover] Obviously, the man has a bias in favor of his own politics. These are his administrations, ideas. He's going to be coming out in favor of those very strongly. - [Voiceover] FDR is a democrat. There really haven't been many democrats in office since before the Lincoln administration since the 1860s. That's a new thing. This is the popular base rejecting Hoover and the Republican party because of the Great Depression. - [Voiceover] Right. - [Voiceover] He's bringing democratic political ideas to the table here. - [Voiceover] He's trying to make a case for those political ideas in this speech. He was elected by the majority of American voters, but now he has to make the case to the rest of the United States. He has to make a case to the people that didn't elect him. - [Voiceover] He's saying that direct recruiting by the government itself, government jobs, having the powers as if the depression were war, that is a case for really strong government intervention which is a key stone of the democratic party compared to Republicans who generally advocate for a smaller government. He's saying this is what's gonna work. The democratic platform of using the government in the economy and in social programs is what's going to work to get us out of this depression. - [Voiceover] He's making a big strong case for federalism. - [Voiceover] Exactly, what I think is interesting though here is that there's a lot he doesn't say, and I think that's also important to look at when you're analyzing a primary source. There's a lot that you could talk about, but you make choices about what to talk about and what not to mention. What could you say he doesn't mention here? - [Voiceover] He doesn't mention how any of this is going to work. - [Voiceover] Yeah, I think that's maybe the biggest missing piece here. This is broad strokes. This is getting people on board, but no where does he say, okay here's exactly what I'm going to do. Let me tell you how many dollars I'm going to spend, how many people I'm going to hire, what sort of cabinets I'm going to create. This is not a time for specifics he says. This is almost more of an inspirational speech to say okay, I gotcha. We've looked at the source. We've analyzed it's rhetorical strategies, and it's potential bias. The last thing we might wanna do with this is now think about how we could use it as a source. - [Voiceover] We're taking this primary source, and we're turning it into a secondary source. - [Voiceover] Right, so say that you are sitting down to write an essay about the Great Depression, and you've gotta say, now can I use Franklin Delano Roosevelt's inaugural address to make my point in my essay? Step five let's say synthesize perhaps. Using my big words, as a tool for your own argument. - [Voiceover] I would say that this speech is the frame that Roosevelt is putting on the depression. This is how he is creating the narrative that he wants Americans to adopt or he is identifying the crisis and this is how he wants people to see it. - [Voiceover] Yeah, so this might be a great primary source to tell you about Roosevelt's strategy or his communication strategy. What might it not be a very good primary source to help you make an agrument for? - [Voiceover] It probably wouldn't be a very good primary source for the Republican legislative response. You might wanna go with Senator Reid Smoot of Utah for something like that. - [Voiceover] Right, and it's probably not a great source for really diving into the specifics of the new deal. He doesn't say anything about the civilian conservation corp. He doesn't say anything about the national recovery administration. This is not the nuts and bolts of the new deal. It's the grand idea behind it. - [Voiceover] Right, he's trying to sell the new deal. - [Voiceover] It's I think, a really powerful primary source for understanding the impetus behind the new deal, but not the programs. - [Voiceover] Sweet. - [Voiceover] Alright, well thank you for bringing your sweet grammarian skills to the table as we look at Roosevelt's speech. - [Voiceover] My pleasure, thank you for bringing your sweet historian skills to the table. - [Voiceover] Kim and David out. - [Voiceover] Scholarly high five!

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How to read a document: analyzing a historical text (video) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Depending on our student background many might not have access to guardians who have the time nor ability to assist them with schooling or provide enrichment opportunities for language exposure. Even if student might not be limited by external factors some can be limited by internal factors if they might have certain disabilities which affect there experience in a negative manner within the classroom. One of the best methods to combat the potential barriers that out diverse students might face is to incorporate reading proficiency through our content material. This can be done be weaving activities by adapting close reading into the lessons or even KWL (Wolsey & Lapp, 2017, p. 193). Both are easy but prove effective in not only social science but in the other core disciplines as well, do to the wide use it is a recognizable and comfortable for students. Using instructional strategies like the ones I have mentioned allow for all students to benefit from the highly proficient students to even ELL as it multiple components can focus on the language, comprehension and higher order levels of think like the ones by in Bloom Taxonomy. (Armstrong, n.d.)

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As I have touched upon previously, diverse student will necessitate different levels of strength and weaknesses. Fluency is especially relevant for students such as ELL and students with disabilities which affect language acquisition and development. These students especially have to work much harder on the 1st aspect of fluency, understanding the meaning of words. Rather then simply being able to instantly understand the text and focus on the messages students with lower fluency have to spend much more time which in a short instructional limitations means that finding ways to ensure they can engage and have authentic growth requires time management on the hands of the educator. One of the best ways to address this inequality in the classroom is to design our instruction with Universal Design in mind. Your activities and instruction need to be flexible that the highest and lowest performing students can both learn during the same instructional period and the same materials. Fluency is vital to develop properly early on but must be continuously reinforced and refined as they move beyond primary schooling for there Fluency not to decay (OER Project, 2020).

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How to Teach Fluency at Every Grade Level - Mannu Sikka | The OC for Social Studies

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Reading Rockets. (n.d.). Phonics and Decoding. https://www.readingrockets.org/teaching/reading-basics/phonics

Typeface. (2022, February). In Wikipedia. https://en.wikipedia.org/w/index.php?title=Typeface&action=history

Reading Rockets. (n.d.). Fluency. https://www.readingrockets.org/teaching/reading-basics/fluency

Reading Rockets. (n.d.). Phonics Instruction. https://www.readingrockets.org/article/phonics-instruction

Kutz Elliott, K., & Rheinstrom, D. (2017, n.d.).

How to read a document: analyzing a historical text. Khan Academy. https://www.khanacademy.org/humanities/us-history/precontact-and-early-colonial-era/how-to-think-like-a-historian/v/how-to-read-a-document-part-2

Armstrong, P. (n.d.).  Bloom’s Taxonomy. Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Wolsey, T. D. V., & Lapp, D. (2017). Literacy in the disciplines: A teacher's guide for grades 5-12.

OER Project. (2020, August). How to Teach Fluency at Every Grade Level - Mannu Sikka | The OC for Social Studies

[Video]. YouTube. https://www.youtube.com/watch?v=jGYkp0uX-P0

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Phonological Awareness: What does it mean?

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Phonological Awareness: What does it mean?

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Phonological Awareness is part of a multi-modal process which younger children go through which involves recognition and manipulation of the sounds of a spoken language. Children before they ever truly speak or attempt to reproduce sounds associated with speak being to absorb and statistically analysis the sounds around them (Kuhl, 2010). This process eventually leads to various skills as shown in the graphic above which increase in complexity as they gain more explore to language alongside more opportunity to practice (Reading Rockets, n.d.)
Citations reading rocket plus ted talk

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As Ronald Ferguson the director of the Achievement Gap Initiative at Harvard University From Harvard University speaks upon in this video, educations is the great equalizer  which in practice should allow for the circumstances of your birth to not correlate with negative outcomes. Having access to quality education is a social mechanism which can allow students who might come from background which are historically not as likely to graduate or perform at level expected of them or near there peers. Whether it is a trait like socio-economic status, race, gender, cultural background or disability there are a variety of factors which do to things out of a child control have a strong statistical correlation toward negative results in not only education but into wider social fabric. In order for your student to succeed in both school but into there lives beyond requires a strong basis of language mastery which as we know begins early on in infancy and its expansion into written language begins in pre-school/elementary (Fisher & Frey, 2014). This only reinforces the intense need to ensure a strong development of Phonological Awareness.

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Phonological Awareness relevancy and Scaffolding

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Phonological Awareness relevancy and Scaffolding

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Phonological Awareness is generally shown as being composed of five elements: Rhyme & Alliteration, Sentence Segmentation, Syllable Awareness, Onset & Rime and lastly Phonemic Awareness (Reading Rockets, n.d.). The image above does a good job creating not only a strong visual for the element from the first stage and onwards but in how we as educator wish to approach tailoring our instruction as our student move along the stages. To best be able to assist our student development within each of these stages and associated milestones, we have to scaffold our instruction. This just means that our students have a large amount of underlying mental schemas from oral language and once in school truly begin the process of developing written language proficiency however before reaching this point concepts have to be clarified and expanded upon (Ormrod, 2019)

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Dr. Louisa Moats in this video shows how you can begin teaching phonemic segmentation without students needing to have experience with letters or written language. Her exercise scaffolds her students toward being able to work with letters to recognize the individual phonemes within words using boxes and chips. The choose to leave out words helps student to practice the mastery of there skills and for instruction from the educator to narrow on the important skills which builds familiarity, this is part of scaffolding which as the unit would progress the addition of more complex words or even the introduction of letters is incorporate in such a manner that naturally builds off the previous activities in a direct manner (Moats, 2013)

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Application within a Social Studies classroom and its implications regarding equity 

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Application within a Social Studies classroom and its implications regarding equity 

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In the study of history a major way that both academic and novice historians learn about the past is through primary and secondary sources. Sources can take a variety of forms from visual or audio mediums and it can range from a stone tool to a dairy entry from a courtesan. The huge variety of materials from which we can use to learn and analyze the past requires a strong written language mastery to not only be able to read documents or textbook but be able to decipher varied forms of language, consider how a formal report will use language differently then a personal letter (Marchand, 2017). Unfortunately our country is suffering from a decline in literacy, just consider how the average American reading ability is on a 7-8 grade reading level. It is incredible important that we as educator ensure that our students have the necessary foundations to facilitate Phonological Awareness development. Not only it is vital for teachers of younger students for which this topic is rather relevant but also for teachers of older student to be able to correctly identify gaps within our students knowledge, so to tailor our instruction to focus on the areas that are under developed. Much of the substance behind instruction within a social studies classroom will be relying upon visual and written material of various levels of writing styles and formats which require sufficient understanding and mastery of reading comprehension.

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Ferguson, R. [Harvard University]. (2016, February).

Education gap: The root of inequality

[Video]. Youtube. https://www.youtube.com/watch?                v=9lsDJnlJqoY

Fisher, D., & Frey, N. (2014, n.d.).

Speaking and Listening in Content Area Learning. Reading Rockets. https://www.readingrockets.org/article/speaking-and-listening-content-area-learning

Reading Rockets. (n.d.). Phonological and Phonemic Awareness. https://www.readingrockets.org/teaching/reading-basics/phonemic

Kuhl, P. (2010, October). The linguistic genius of babies [Video]. TED. https://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies?language=en

Ormrod, J. E. (2019). Educational psychology : developing learners. Hoboken: PEARSON.

Moats, L. [Reading Rockets]. (2013, April). Phonemic Segmentation [Video]. Youtube. https://www.youtube.com/watch?v=hbOpKUapsNY

Marchand, L. (2017, March). What is readability and why should content editors care about it? Center For Plain Language. https://centerforplainlanguage.org/what-is-readability/

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How can we apply the concept of Oral Language development into a classroom and promote equity among diverse students  ?

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How can we apply the concept of Oral Language development into a classroom and promote equity among diverse students  ?

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As children begin to absorb sensory input in the form of auditory and visual information in regards to spoken language they begin to grow the connections in the brain which correlate with language skills (Ormrod, 2019). The reality of this piece of cognitive develop means that children will have a greater understanding of language from listening then from written form (Fisher & Frey, 2014). What we can take from these in a social studies classroom is that many students will benefit from having material presented in many varied forms. With the increasing raise in our understanding of neurodivergence in children and adults (Orrel, 2021) it is vital to have a mixture of instruction which allow students with different preferences and strength have engaging and sound learning material. Children should not be punished for there natural temperaments or personalities informed by there background as those who are more conductive toward traditional learning, children who are reserved might excel in more independent work but struggle in collaborative setting yet more outgoing children who excel in group work but suffer in independent setting similar does not deserved to be penalized from an instructional point of view. Depending on a child cultural and socioeconomic status certain groups of children who belong to perhaps poor families or migrant families for example could have less explore and opportunity for a language rich experience which other child might have but having multiple modes of presentations of content materials can help try to equalize the inherent inequality that can exist occur certain groups of students. The video below shows this concept within a actual classroom and how students can benefit.

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(ACPS, 2015)

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Multiple Modalities is an instructional practice used to improve student engagement. It involves providing diverse presentations, and experiences of the content so that students use different senses and different skills during a single lesson. Often multiple modalities addresses different learning styles. Teachers using multiple modalities may use visuals, music, objects, experiences, collaborative work, poetry, writing, and/or other modes to teach content.

Objective: By the end of the video, viewers will have an understanding of how to improve student engagement by guiding students to access content through varied modalities.

Essential Question: How can I provide multiple ways to access content?

Questions to consider as you watch the video:

1. What are the different ways Ms. Artis presents the content?

2. What different types of interests or intelligences are accessed?

3. How do the different modes of teaching lead to student mastery of the content?

4. How can I bring this practice into my instruction?

Tools & Templates on Multiple Modalities

Texts on Multiple Intelligence or Multiple Modalities:
Related Videos:
Tools & Templates used in the Lesson:

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Multiple Modalities is an instructional practice used to improve student engagement. It involves providing diverse presentations, and experiences of the content so that students use different senses and different skills during a single lesson. Often multiple modalities addresses different learning styles.

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Students generally having stronger listening skills then written, so why not include more auditory material like speeches or older videos from the past alongside the more traditional written historical sources which are the most prominent in classrooms around the country. Consider the power of hearing from a person voice there experience of a historic event compared to reading about said event. Oral language transmits not only messages and ideas but also conveys emotion which is incredible useful tool for educators in helping develop our students empathy of the individuals or groups covered in a social studies content area. The connection between the past can seem rather abstract and separated from the lives of our students and for younger students who have yet to fully develop the more abstract part of there minds the effort put into try to humanize history will help them on the journey to conceptualize the more abstract elements within the Discipline. The connection between themselves as individuals toward the groups of people who live in the past requires perspective: who wrote this, what was happening during the time which could affect this, how did the appear of *Blank* potentially have contributed to this event. All of these question are consideration that historian within the discipline have to consider when approach the reliability or validity of sources which are is the primary manner through which students begin to explore topics within specific topics or historiographies (Wolsey & Lapp, 2017). Even some forms of media such as power points and other digital formats have limitations which has shown that having more collaborative and discussion based alternative show greater amount of recalled information from visual mediums (Wolsey & Lapp, 2017). As students further develop more mastery over the written form of language educator have to keep in mind that the verbal form of language is how most people lean toward in processing information and we have to plan our instruction with this discovery in mind.

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Geektonight. (2021, July). What is Oral Communication? Advantages, Disadvantages, Imp. https://www.geektonight.com/oral-communication/

Fisher, D., & Frey, N. (2014, n.d.).

Speaking and Listening in Content Area Learning. Reading Rockets. https://www.readingrockets.org/article/speaking-and-listening-content-area-learning

Orrell, B. (2021, October).

All hands on deck: Neurodiversity and the future of work. AEI. https://www.aei.org/poverty-studies/all-hands-on-deck-neurodiversity-and-the-future-of-work/

ACPS. (2015, n.d.). Multiple Modalities. http://www.acpsk12.org/pl/acps-classrooms-in-focus/multiple-modalities/#:~:text=Multiple%20Modalities%20is%20an%20instructional,modalities%20addresses%20different%20learning%20styles.

Ormrod, J. E. (2019). Educational psychology : developing learners. Hoboken: PEARSON.

Wolsey, T. D. V., & Lapp, D. (2017). Literacy in the disciplines: A teacher's guide for grades 5-12.

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Multiple Modalities is an instructional practice used to improve student engagement. It involves providing diverse presentations, and experiences of the content so that students use different senses and different skills during a single lesson. Often multiple modalities addresses different learning styles. Teachers using multiple modalities may use visuals, music, objects, experiences, collaborative work, poetry, writing, and/or other modes to teach content.

Objective: By the end of the video, viewers will have an understanding of how to improve student engagement by guiding students to access content through varied modalities.

Essential Question: How can I provide multiple ways to access content?

Questions to consider as you watch the video:

1. What are the different ways Ms. Artis presents the content?

2. What different types of interests or intelligences are accessed?

3. How do the different modes of teaching lead to student mastery of the content?

4. How can I bring this practice into my instruction?

Tools & Templates on Multiple Modalities

Texts on Multiple Intelligence or Multiple Modalities:
Related Videos:
Tools & Templates used in the Lesson:

# data[].attributes.attachment_link.description
Multiple Modalities is an instructional practice used to improve student engagement. It involves providing diverse presentations, and experiences of the content so that students use different senses and different skills during a single lesson. Often multiple modalities addresses different learning styles.